News

  • February 08, 2012

    “In education, it is the worst of times and the best of times,” said Claude Steele, dean of the Stanford School of Education, at a lunchtime presentation Tuesday that discussed a partnership between Stanford and the San Francisco Unified School District (SFUSD). Steele opened the event by stating that this “partnership is a model for how schools of education can relate to real school districts.”
    The panelists said that though school districts are facing budget cuts, changes in technology and educational research can make it possible to get rid of old deadwood methodologies that no longer work.

  • December 01, 2011

    Education has long been the primary pathway to social mobility in the United States. The American Dream—the idea that one’s family origin is no barrier to economic success—is plausible to the extent that we believe that our schools provide all students with equal opportunity to develop skills that will enable them to succeed in our complex society. Without such opportunity, hope for social mobility dims.

    So when we ask whether America is becoming more or less equal, we should ask not only whether income and political power are becoming more unequally distributed (they are), but also whether the opportunity for social mobility is declining. We should ask whether children from all backgrounds have equal opportunities to

  • November 30, 2011

    CEPA unites an array of nationally prominent Stanford scholars with diverse perspectives and methodologies to forge fresh education policy approaches that are both pragmatic and proven. This fall, the center brought together four leading education policy experts from across campus—Susanna Loeb (education), Bill Koski (law), Michael Kirst (education), and Terry Moe (political science and the Hoover Institution)—to engage in a lively discussion on teacher unions at the inaugural CEPA Supper.

  • November 18, 2011

    Sean Reardon, Associate Professor of Sociology at Stanford University says the growing divide between rich and poor in the U.S. will polarize the political process. He adds the Occupy Wall Street protests are an example of this process.

  • November 16, 2011

    As overall income inequality grew in the last four decades, high- and low-income families have become increasingly less likely to live near one another. Mixed income neighborhoods have grown rarer, while affluent and poor neighborhoods have grown much more common. In fact, the share of the population in large and moderate-sized metropolitan areas who live in the poorest and most affluent neighborhoods has more than doubled since 1970, while the share of families living in middle-income neighborhoods dropped from 65 percent to 44 percent.

  • November 15, 2011

    The study, conducted by Stanford University and scheduled for release on Wednesday by the Russell Sage Foundation and Brown University, uses census data to examine family income at the neighborhood level in the country’s 117 biggest metropolitan areas.

  • July 08, 2011

    Doctoral student Heather Hough (BA ’02), Professor Susanna Loeb, and Professor (Research) David Plank at Stanford’s Center for Education Policy Analysis (CEPA) have been collaborating with the district to document the passage of this policy. Their research has looked at what it took to induce the broader public to open its purse strings, and how the district and the teachers’ union consulted, negotiated, and compromised to determine how those funds were to be used.

  • May 13, 2011

    Thursday afternoon, the School of Education brought together experts in education to answer the question, “Does teacher education have a future?”
    The panel debated nontraditional methods for teacher education emerging from organizations like Teach for America (TFA) and their efficacy compared to the theory-based work of education school.

  • April 25, 2011

    Teachers and principals play the most direct and central role in creating learning opportunities for students in our schools. Indeed, there are striking examples that show the power that exceptional teachers and school leaders have to make a difference for students. This is obvious. This comports with personal experience. We also know this empirically. A weaker math teacher, for example, might get students to learn about a half-year of material; a strong teacher can get the same children to learn a year-and-a-half, or three times as much.

  • April 24, 2011

    Students who receive one-on-one coaching may be more likely to graduate from college, according to a study released from Stanford University’s School of Education.
    The study, published on the Web site of the National Bureau of Economic Research, may be particularly beneficial to colleges struggling to improve graduation and retention rates, says Dr. Eric Bettinger, the Stanford associate professor who co-authored the report with doctoral student Rachel Baker.

  • April 13, 2011

    The widening gaps between Americans of average wealth and well-off Americans, and especially, super-well-off Americans over the last 40 years have now been fully documented and heavily discussed. But it’s not just about money. We are seeing, as well, growing economic, social, geographical, and cultural divisions between Americans of less and more education. Now, Sean Reardon of the Stanford School of Education has described another way that these two developments have increasingly combined to widen social class differences. More and more over the last four decades, affluent parents have leveraged their financial assets into better academic skills for their children. Having those greater skills, in turn, gives their kids an even larger head start in the race for higher education and its financial payoff.

  • March 10, 2011

    Student coaching significantly increases the likelihood that college students will stay in school and graduate, according to a new study released today by researchers at Stanford University School of Education. The study, conducted by Stanford University Associate Professor Eric Bettinger and doctoral student Rachel Baker, reviewed the academic records of more than 13,500 students from eight colleges and universities across the 2003-4 and 2007-8 academic years.

  • January 28, 2011

    Duke professor Charles Clotfelter spoke Thursday at the School of Education about the role of big athletics at American universities. During the talk, presented by the Center for Education Policy Analysis (CEPA), Clotfelter raised fundamental questions about higher education and the role of athletics at institutions like Stanford. “What are the aims of the great institutions we revere?” asked Clotfelter, an economics, public policy and law professor.

  • January 06, 2011

    Newly appointed state Board of Education member Michael Kirst, an emeritus professor of business administration and education at Stanford University, who served on the state board during Gov. Jerry Brown's first administration, said in a phone interview that he is gearing up for a busy three-year term. Among his top priorities: shifting the way schools are allowed to spend their money and overhauling the state's student testing system.

  • January 05, 2011

    Dr. Michael Kirst, of Stanford, has been appointed to the California State Board of Education. He currently serves as a Professor Emeritus at Stanford University, where he has taught since 1969. Previously, Kirst served on the California State Board of Education under Governor Brown from 1975 to 1982. Kirst also served as the Director of Program Planning for the U.S. Office of Education and was Staff Director for the U.S. Senate Subcommittee on Manpower, Employment, and Poverty from 1967 to 1969.

  • December 15, 2010

    Launched in 2006, the Initiative to Improve K-12 Education has been key to expanding endowed faculty positions and graduate fellowships in the School of Education, spurring multidisciplinary research in educational issues and enhancing programs that allow Stanford to partner with schools and organizations serving youths.
    The interdisciplinary Center for Education Policy Analysis (CEPA), directed by Susanna Loeb, professor of education, applies scientific methods of analysis to discover what works in our nation’s schools and why. CEPA involves faculty from such disciplines as economics, law, political science, psychology, public policy, sociology and education.

Pages